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Authentic assessment by demonstrating ipsative progress through portfolio and exhibition

Case Study: The Reggio Emilia Approach

DESIGN – knowing through observing and portfolios

The Reggio design of a mix of large and small spaces, of art studios and workshops, of informal learning areas and then use of small groups rather than formal class teaching enable children to communicate with each other, and to listen to each other. It also helps the teachers to observe the children's interactions and to monitor and record the development of each child. Documentation is an essential tool for listening, observing and evaluating and is at the heart of the Reggio pedagogy.

"The teacher is able to monitor and record the development of each child through keeping their work, recording their conversations, photographing or videoing certain projects and noting all that occurs". - Reggio teacher

*see full Case Study in the 'Research and Resources' section

Case Study: Madeley Court School (1977-83)

DESIGN – Personal Record of School Experience

The school adopted the assessment procedure pioneered by the Sutton Centre in Nottingham, another noted progressive comprehensive school. The Personal Record of School Experience (P.R.S.E) replaced the conventional school report. It was a method of collaborative profiling and was founded on two major assumptions: that there should be continuing dialogue between teachers, parents and students and that the process of learning requires active and on-going self-assessment. Each student from the start of the Year 10 kept this folder which contained regular comments by student, teacher and parent and comments from work experience employers and reports on sporting, musical, community experiences. By the end of Year 11 each student had a complete record of his or her school experience. For most students the P.R.S.E was a source of pride.

*see full Case Study in the 'Research and Resources' section

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